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Module 10: Creating Traditional Constructed-Response Assessment Items. Essay (item-writing guidelines): Communicate desired extensiveness of response. restricted-response item extended-response item Choose “action verbs” carefully in the instructions .
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Module 10: Creating Traditional Constructed-Response Assessment Items Essay(item-writing guidelines): Communicate desired extensiveness of response. restricted-response item extended-response item Choose “action verbs” carefully in the instructions. Clarify time-limit and/or item-value parameters. Avoid using optional items.
Developing scoring rubrics for essay items: • Avoid task-specific rubrics (stress skillmastery instead). • Share rubric with students in advance of assignment. • Score holistically or analytically(pp. 192, 193, & 196). • Establish evaluative criteria on which to determine an“overall impression” score (holistic). • Limit yourself to, say, 3 - 6 criteria. • Label criteria clearly and succinctly (e.g., neatness, completeness, accuracy, variety). • Create quantified scoring for the evaluative criteria (analytic). • Assign point values to each criterion. With Likert inventories or graphic rating continua, use an odd-numbered numerical scale (e.g., 1–3 pts. for younger child and 1-5 pts. for older child) & short verbal descriptors (e.g., 5 = exceptional, 4 = above average, 3 = average, 2 = needs improvement, 1 = unsatisfactory, 0 = no attempt/NA) with defining narratives for each numerical rating and its accompanying descriptive label. • Rank-order or weight evaluative criteria accordingly. • Convert rubric point-totals to numerical or letter grades.
Additionalscoring guidelines for essay items: • Always “mentally preview” students’ responses by composing a teacher-generated prototype. • Decide in advance about the importance assigned to mechanics of writing. • Score one item at a time for the entire class. • Evaluate student responses anonymously.
Short-answer (item-writing guidelines): • Use direct questions over incomplete statements. • Structure items to elicit concise responses. • Look for unique responses. • Position blanks judiciously when used in incomplete statements. • Limit the number of blanks for incomplete statements. • Keep all blanks equal in length.
Refer to comparisons between selected- and constructed-response tests.
Complete Self-Check 6 on pp. 201-202 and Extended Applications 1-5 and 7 & 8 on pp. 469–472.
